190049 SE School and Education Research (2022W)
Education and Politics: Global Political Impacts on Educational Policies with a Comparative Perspective
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Th 01.09.2022 06:30 to We 21.09.2022 09:00
- Registration is open from Tu 27.09.2022 09:00 to Fr 30.09.2022 09:00
- Deregistration possible until Mo 17.10.2022 09:00
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
Wegen Erkrankung der Lehrenden muss der Termin am 15.11. abgesagt werden.
Ersatztermin: Donnerstag 24.11.
- Tuesday 04.10. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
- Tuesday 18.10. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
- Tuesday 15.11. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
- Thursday 24.11. 09:45 - 13:00 Seminarraum 6 Sensengasse 3a 2.OG
- Tuesday 29.11. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
- Tuesday 13.12. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
- Tuesday 10.01. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
- Tuesday 24.01. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
Information
Aims, contents and method of the course
Assessment and permitted materials
In preparation for the sessions of the course, assignments and readings should be completed. Active presence and participation in discussions are 'a must' for this course. A research project will be conducted throughout the course by the students. The final paper based on the research project is a requirement. Short presentations on the research process and course themes will be made on several courses.
Minimum requirements and assessment criteria
• Reading the required texts, active presence, and participation in discussion in class; (30%)
• Critical self-writing and/or group assignments regarding the weekly theme (10%)
• Mini presentations on course themes (10%)
• Final paper (which is around 3000 words) (50%)
• Critical self-writing and/or group assignments regarding the weekly theme (10%)
• Mini presentations on course themes (10%)
• Final paper (which is around 3000 words) (50%)
Examination topics
Reading list
Ball, Stephen J., 'The teacher's soul and the terrors of performativity', Journal of Education Policy, 18:2, 215-228, DOI: 10.1080/0268093022000043065
Breen, Richard, et al. 'Long-term trends in educational inequality in Europe: Class inequalities and gender differences.' European sociological review26.1 (2010): 31-48.
Burger, K. (2019). The socio-spatial dimension of educational inequality: A comparative European analysis.Studies in Educational Evaluation,62, 171-186.
Butler, J. 'Academic Freedom and the Critical Task of the University.' Globalizations 14, no. 6 (2017): 857-61.
Edgerton, J. D., & Roberts, L. W. (2014). Cultural capital or habitus? Bourdieu and beyond in the explanation of enduring educational inequality.Theory and Research in Education,12(2), 193-220.
Hall, Stuart. 'The Neoliberal Revolution', Cultural Studies 75 no. 6 (2011), 705-728.
Hill, D., and Ravi K., eds. Global Neoliberalism and Education and Its Consequences. London: Routledge, 2012.
Meschi, Elena, and Francesco Scervini. 'A new dataset on educational inequality.' Empirical Economics47.2 (2014): 695-716.
Scott, J. W. Knowledge, Power, and Academic Freedom. Columbia University Press, 2019.
Sjøberg, S. (2018). The power and paradoxes of PISA: Should Inquiry-Based Science Education be sacrificed to climb on the rankings?.Nordic Studies in Science Education,14(2), 186-202.
Sundar, N., & Fazili, G. (2020, September). Academic freedom in India. InThe India Forum(Vol. 4).
Breen, Richard, et al. 'Long-term trends in educational inequality in Europe: Class inequalities and gender differences.' European sociological review26.1 (2010): 31-48.
Burger, K. (2019). The socio-spatial dimension of educational inequality: A comparative European analysis.Studies in Educational Evaluation,62, 171-186.
Butler, J. 'Academic Freedom and the Critical Task of the University.' Globalizations 14, no. 6 (2017): 857-61.
Edgerton, J. D., & Roberts, L. W. (2014). Cultural capital or habitus? Bourdieu and beyond in the explanation of enduring educational inequality.Theory and Research in Education,12(2), 193-220.
Hall, Stuart. 'The Neoliberal Revolution', Cultural Studies 75 no. 6 (2011), 705-728.
Hill, D., and Ravi K., eds. Global Neoliberalism and Education and Its Consequences. London: Routledge, 2012.
Meschi, Elena, and Francesco Scervini. 'A new dataset on educational inequality.' Empirical Economics47.2 (2014): 695-716.
Scott, J. W. Knowledge, Power, and Academic Freedom. Columbia University Press, 2019.
Sjøberg, S. (2018). The power and paradoxes of PISA: Should Inquiry-Based Science Education be sacrificed to climb on the rankings?.Nordic Studies in Science Education,14(2), 186-202.
Sundar, N., & Fazili, G. (2020, September). Academic freedom in India. InThe India Forum(Vol. 4).
Association in the course directory
M5.1
Last modified: Fr 18.11.2022 07:28
Leaning on the assumption that education is inherently political, the intersection of comparative education and politics stands out as one of the enriching areas of exploration. The impact of globalization and worldwide neoliberal policies along with domestic interventions on the autonomy of actors in education reveals the traces of influences of politics in the field of education. In this framework, the course titled 'Education and Politics' will revolve around several concepts such as globalization, neoliberalism and education, comparative means of educational policymaking, educational inequalities, internationalization, autonomy, and academic freedom. Hence, this course targets to introduce the key global and local political actors and institutions forming education policy and supply students with a medium for a critical perspective, reflection, and debate. Adopting a critical perspective, this course aims to improve the analytical skills of students leaning on various texts written on different cases in the world and it will encourage students to participate in enriching critical discussions over these texts and prepare reflections on them.Methods: Lectures (introduction of the theories and concepts by the course director), discussions, reflection pieces, group work assignments, presentations, and regular feedback on readings.